Differentiating Within Differentiating Within ClassroomsClassrooms

Math, Reading, and Writing Math, Reading, and Writing BlocksBlocks

Belle View 2008Belle View 2008

The Belle View Mission StatementThe Belle View Mission Statement

At Belle View Elementary, we believe At Belle View Elementary, we believe in educating the whole child. We in educating the whole child. We develop each child’s academic, fine develop each child’s academic, fine arts, technological, physical, and arts, technological, physical, and social skills to create a well-rounded social skills to create a well-rounded student.student.

Closing the Achievement Closing the Achievement Gap While Raising the Bar Gap While Raising the Bar

For All StudentsFor All Students

Putting the most powerful Putting the most powerful instructional strategies into instructional strategies into

flexible groups during the math, flexible groups during the math, reading, and writing blocks.reading, and writing blocks.

Belle View’s mission statement leads to the goal of…

Small Ability-Grouping EffectsSmall Ability-Grouping Effects(When Compared to Whole Class Teaching)(When Compared to Whole Class Teaching)

Synthesis Synthesis StudyStudy

FocusFocus Average Average GainsGains

Slavin, 1987Slavin, 1987 Ability grouping Ability grouping (general)(general)

Small to Small to ModerateModerate

Kulik & Kulik, Kulik & Kulik, 19871987

Ability grouping Ability grouping (general)(general)

SmallSmall

Kulik & Kulik, Kulik & Kulik, 19911991

Ability grouping Ability grouping (general)(general)

SmallSmall

Lou et al., 1996Lou et al., 1996 Ability grouping Ability grouping (general)(general)

SmallSmall

Low-ability studentsLow-ability students Small to Small to ModerateModerate

Medium-ability studentsMedium-ability students SmallSmall

High-ability studentsHigh-ability students SmallSmallAdapted from Marzano, 2001Effect Sizes: .20 = Small Effect .50 = Moderate Effect .80 = Large Effect

Ability Grouping Effects Ability Grouping Effects (When Compared to Heterogeneous Grouping For Subject/Class)(When Compared to Heterogeneous Grouping For Subject/Class)

Ability Level of Ability Level of StudentsStudents

Average GainsAverage Gains

Low abilityLow ability Negative gainNegative gain

Medium abilityMedium ability Moderate gainModerate gain

High abilityHigh ability Small gainSmall gain

Many believe the trade-off for ability grouping is not worth the practice. There’s got to be a better way.

Adapted from Marzano, 2001; Lou et al., 1996

Some Thoughts on Why This Happens, the Some Thoughts on Why This Happens, the Achievement Gap, and ChangeAchievement Gap, and Change

Numbered Heads TogetherNumbered Heads Together Participants number off.Participants number off. Numbered groups discuss their quote. Numbered groups discuss their quote.

Each group will need a spokesperson.Each group will need a spokesperson. Participants round robin their view points Participants round robin their view points

on the quote. Follow up with continued on the quote. Follow up with continued discussion.discussion.

Facilitator guides whole group discussion Facilitator guides whole group discussion as each spokesperson shares each as each spokesperson shares each group’s main points and/or questions.group’s main points and/or questions.

Group OneGroup One““Another reason for the decline in this Another reason for the decline in this

practice [ability grouping by class] practice [ability grouping by class] might be that many educators have might be that many educators have made strong claims that ability made strong claims that ability grouping promotes inequity—in other grouping promotes inequity—in other words, it does little to narrow the gap words, it does little to narrow the gap between the ‘low ability students and between the ‘low ability students and the middle and high ability the middle and high ability students.’” (Marzano, 2001)students.’” (Marzano, 2001)

Main Points From Group OneMain Points From Group One

Research showing not much progressResearch showing not much progress Benefit from intellectual discussion Benefit from intellectual discussion

and will try harder to achieverand will try harder to achiever Teacher will use a richer vocabularyTeacher will use a richer vocabulary Varies by subject perspectiveVaries by subject perspective Multiple forms of grouping within the Multiple forms of grouping within the

classclass

Group TwoGroup Two

“ “ Unfortunately, in many classrooms, this Unfortunately, in many classrooms, this [ability grouping] is the only form of [ability grouping] is the only form of grouping used in reading instruction. grouping used in reading instruction. These group assignments tend to become These group assignments tend to become fixed, and many children remain in the fixed, and many children remain in the same level of grouping throughout their same level of grouping throughout their elementary years (pg. 2)…by third or elementary years (pg. 2)…by third or fourth grade group assignments are fourth grade group assignments are relatively fixed.” (pg. 6) relatively fixed.” (pg. 6)

Caldwell & Ford, 2002Caldwell & Ford, 2002

Main Point From Group TwoMain Point From Group Two

Yes some ability grouping, but that is Yes some ability grouping, but that is not the only type of grouping not the only type of grouping availableavailable

Centers, interest groups, focus Centers, interest groups, focus groupsgroups

Not the olden days…where kids stay Not the olden days…where kids stay in groups all dayin groups all day

Group ThreeGroup Three

“’“’In whole class instruction, there is often In whole class instruction, there is often an emphasis on the uniformity, rather an emphasis on the uniformity, rather than the diversity, of instruction.’ As than the diversity, of instruction.’ As well, whole-class instruction has been well, whole-class instruction has been dominated by a transmission approach dominated by a transmission approach to learning…The emphasis is on to learning…The emphasis is on ‘teacher explanations and ‘teacher explanations and encouragement, rather than on peer encouragement, rather than on peer explanations and encouragement to explanations and encouragement to promote learning.’” (pg. 5 ) Caldwell & promote learning.’” (pg. 5 ) Caldwell & Ford, 2002Ford, 2002

Main Points From Group ThreeMain Points From Group Three

If you’re only hear yourself talking, If you’re only hear yourself talking, then you may want to find ways to then you may want to find ways to hear the kids’ voiceshear the kids’ voices

Responsive classroom is the way to Responsive classroom is the way to gogo

Chatter mattersChatter matters

Group FourGroup Four

““Ability grouping also affects social interactions. Ability grouping also affects social interactions. Students tend to stay with their group on the Students tend to stay with their group on the playground…Another effect of placement…is playground…Another effect of placement…is the creation of different expectations for the creation of different expectations for achievement on the part of both pupils and achievement on the part of both pupils and teachers…Teachers make fewer demands on teachers…Teachers make fewer demands on low-group students and set less exacting low-group students and set less exacting standards. Low expectations often result in standards. Low expectations often result in ‘self-fulfilling prophecy of low-performing ‘self-fulfilling prophecy of low-performing students, thereby contributing to a cycle of students, thereby contributing to a cycle of failure and lowered academic achievement failure and lowered academic achievement and motivation.’”and motivation.’”

(pg. 6) Caldwell & Ford, 2002(pg. 6) Caldwell & Ford, 2002

Main Points From Group FourMain Points From Group Four

Agreed that does effect social Agreed that does effect social interactions because of lack of peer interactions because of lack of peer mentoring…will navigate with ability mentoring…will navigate with ability peerspeers

Heterogeneous groups may help Heterogeneous groups may help mentoring groupsmentoring groups

Find the strengths for studentFind the strengths for student

Group 5Group 5

Low-ability students working in heterogeneous Low-ability students working in heterogeneous groups do better than those limited to groups do better than those limited to homogeneous environment. Some feel that homogeneous environment. Some feel that mixed grouping allows for “just in time” mixed grouping allows for “just in time” feedback and explanation from higher level feedback and explanation from higher level peers (Lou, 1996) which taps the strength of peers (Lou, 1996) which taps the strength of socially constructed learning (Vygotsky, socially constructed learning (Vygotsky, 1978). Higher level kids develop deeper 1978). Higher level kids develop deeper understanding of concepts through these understanding of concepts through these explanations (Lou, 1996). Medium ability explanations (Lou, 1996). Medium ability students tend to engage in the students tend to engage in the dialogue/explanation only when with similar dialogue/explanation only when with similar ability students (Lou, 1996).ability students (Lou, 1996).

Main Points From Group FiveMain Points From Group Five

True and can be used across the True and can be used across the board with any subjectboard with any subject

A time, guided reading, when ability A time, guided reading, when ability groups will be bettergroups will be better

Age groups benefit as wellAge groups benefit as well

Group 6Group 6

““You can expect to face challenges with You can expect to face challenges with implementation whenever you face implementation whenever you face something new. Michael Fullan, an something new. Michael Fullan, an international authority on education international authority on education reform and one of the foremost thinkers reform and one of the foremost thinkers on change theory calls this the on change theory calls this the implementation dip. He reminds us that implementation dip. He reminds us that change is a process not an event.”change is a process not an event.”

““A person who never made a mistake never A person who never made a mistake never tried anything new.”—Albert Einstein tried anything new.”—Albert Einstein

(pg. 141 (pg. 141 Differentiation in ActionDifferentiation in Action))

Main Points From Group 6Main Points From Group 6

A few people like changeA few people like change Process not the goalProcess not the goal Easier with direction so the learning Easier with direction so the learning

curve isn’t a circlecurve isn’t a circle

Towards a Shared Vision on Towards a Shared Vision on Closing the Achievement GapClosing the Achievement Gap

Recommend a voluntary discussion next Recommend a voluntary discussion next Monday. If interested, then:Monday. If interested, then:

Read the chapter provided.Read the chapter provided. Choose one quote you want to Choose one quote you want to

discuss.discuss. At the group we will use the structure At the group we will use the structure

“Save the Last Word For Me” to dig “Save the Last Word For Me” to dig more deeply into the content and more deeply into the content and what it means to us.what it means to us.

FCPS Guides Schools To…FCPS Guides Schools To…

Organize groups based on ability levels in Organize groups based on ability levels in conjunction with flexible grouping and to conjunction with flexible grouping and to create cooperative learning opportunities create cooperative learning opportunities consistently and systematically (but not to consistently and systematically (but not to the point of overuse) (Marzano, 2001).the point of overuse) (Marzano, 2001).

Provide differentiation through the Provide differentiation through the implementation of the 9 strategies via implementation of the 9 strategies via whole group instruction (15-20 min/hour) whole group instruction (15-20 min/hour) and small group and independent work and small group and independent work (40-45 min/hour).(40-45 min/hour).

Our Current UnderstandingOur Current Understanding

Differentiation is an important practiceDifferentiation is an important practice that will raise student achievement in that will raise student achievement in language arts at Belle Viewlanguage arts at Belle View

. .

DifferentiationDifferentiation

Differentiated instruction is a way to Differentiated instruction is a way to enhance learning for all students by enhance learning for all students by engaging them in activities that engaging them in activities that respond to students’ readiness, respond to students’ readiness, interest, learning profile, and affect.interest, learning profile, and affect.

Teachers can differentiate content, Teachers can differentiate content, process, and product.process, and product.

Tomlinson, Tomlinson, 20032003

Learn in the Math, Reading, and Learn in the Math, Reading, and Writing BlocksWriting Blocks

LEARNLEARN

3

How many are in each group? quotient & remainder

Basic Computation

Product 12x3=36

Factors three times the amount 3x6,3x2,3x8 154

12

3

sum equals adding 2 or more numbers

addends

any number being added

8 +6=14

How many more?

DifferenceHow many left?

18-13=5 8-6=2

Is the opposite of

Is the opposite of

Good Instruction Includes…Good Instruction Includes…TechniqueTechnique GainsGains

Identifying similarities and Identifying similarities and differencesdifferences

LargeLarge

Summarizing and note takingSummarizing and note taking LargeLarge

Reinforcing effort and providing Reinforcing effort and providing recognitionrecognition

LargeLarge

Homework and practiceHomework and practice Moderate to largeModerate to large

Nonlinguistic representationsNonlinguistic representations Moderate to largeModerate to large

Cooperative learning*Cooperative learning* Moderate to largeModerate to large

Setting objectives and providing Setting objectives and providing feedbackfeedback

ModerateModerate

Generating and testing hypothesisGenerating and testing hypothesis ModerateModerate

Questions, cues, and advance Questions, cues, and advance organizersorganizers

ModerateModerate

Adapted from Marzano, 2001

The Belle View Mission StatementThe Belle View Mission Statement

At Belle View Elementary, we believe At Belle View Elementary, we believe in educating the whole child. We in educating the whole child. We develop each child’s academic, fine develop each child’s academic, fine arts, technological, physical, and arts, technological, physical, and social skills to create a well-rounded social skills to create a well-rounded student.student.